The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
At the end of the session the learner will be able to:
Describe the concept of term test measurement
Objective Test, Subjective Test, Individual Test, Group Test, Unstandardized Test, Standardized Test
Purpose of test & measurement
Assessment and types of assessment
Evaluation and types of evaluation
Purpose of evaluation
Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
Unit 1.Evaluation, Assessment and Measurement pptxSamruddhi Chepe
Assessment and evaluation- Modern Viewpoint
Syllabus-
Concept of Assessment and Evaluation
Tests and its Application
Various aspects of Assessment and Evaluation
Statistics in Evaluation
Modern Trends in Assessment
Unit 1-Concept of Assessment and evaluation
Syllabus of Unit 1-
Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
Evaluation-Meaning, Nature, Need, Importance, and Scope
Functions of Evaluation, Measurement and Assessment in Education
Interrelationship between Educational Objectives, Learning Experiences and Evaluation
Various Types of Evaluation and its Limitations
1.2.1-Measurement - Meaning
Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Concept
Evaluation is very important requirement of
education system.
It is a systematic process of collecting, analysing ,
interpreting information to determine the extent to
which pupil are achieving instructional objectives.
3. Characteristics of evaluation
It is a systematic process.
It is a continuous process.
It emphasises broad personality changes and
major objectives of an educational programme. It
includes not only subject matter achievements
but also attitudes, interests,and ideals, way of
thinking, work habits and personal and social
adaptability.
4. contd
It assumes that educational objectives have previously
been defined and identified.
A comprehensive programme of evaluation involves use of
many procedures like-analytico-synthetic,experimental,
lecture etc agreat variety of tests like-essay type objective
type and many techniques like-controlled observation ,
sociometric techniques etc
Learning is more important than teaching.
5. Need and objectives of
evaluation
Evaluation helps to design better education
programme.
It helps the teacher to know his pupils in detail.Today
education is child –centered. So child’s interests,
ability,interests,aptitudes are to be properly studied
so as to arrange instruction accordingly.
6. Contd.
It helps teacher to determine, evaluate and refine
his instructional objectives.
It helps to know the entry behaviour of the
students.
It helps the administrator in educational planning
and in decisions regarding selections
,classification and placement.
It helps parents to know the progress of their
children.
7. Concept of evaluation
Evaluation plays an enormous role in teaching-
learning process.
It implies a systematic process which omits the
casual uncontrolled observation of pupils.
It is a continuous process
It includes not only subject-matter achievement
but also attitudes, interests and ideals, ways of
thinking ,work habits ,personal and social
adaptability.
8. Contd.
A comprehensive programme of evaluation involves the
use of many procedures like analytical-synthetic, heuristic,
experimental, lecture etc.a great
variety of tests like essay type, objective type,and other
techniques like sociometric, controlled observation etc.
Learning is more important than teaching.
Evaluation is assessing the students and their complete
development brought about through education.
10. Formative evaluation
It is used to monitor the learning process of students
during the period of instruction.
It provides continuous feedback to both teacher and
student concerning learning successes and failure while
instruction is in process.
Feedback to students provides reinforcement of successful
learning and identifies the specific learning errors that
need correction.
Feedback to teacher provides information for modifying
instruction and for prescribing individual and group
remedial work.
It aims at improvement of instruction.
11. Contd.
It is concerned with the process of development
of learning
Cornback is the first educationist who said that
thegreatest service evaluation can perform is to
identify aspects of the course where education is
desirable.
It is a positive evaluation because it attempts to
create desirable learning goals and tools for
achieving such goals.
12. Types of formative evaluation
Diagnosing- It is concerned with determining the most
appropriate method or instructional materials conducive
to learning.
Placement- It is concerned with finding out the position of
an individual in the curriculum from which he has to start
learning.
Monitoring- It is concerned with keeping track of the day
today progress of the learners and to point out changes
necessary in the methods ofteaching instructional
strategies etc.
13. Characteristics of Formative
evaluation
It is an integral part of learning process.
It occurs frequently during the course of
instruction.
Its results are made immediately known to the
learners.
It may sometimes take teacher’s observation only.
It reinforces learning of the students.
14. Contd.
It pinpoints difficulties being faced by weak learners.
Its result can not be used for grading or placement
purposes.
It helps in modification of instructional strategies
including method of teaching immediately.
It motivates learners; as it provides them with knowledge
of progress made by them.
It sees the role of evaluation as a process.
It is generally teacher made test
It does not take much time to construct
16. Summative Evaluation
It is done at the end of the course of instruction
to know to what extent the objectives previously
fixed have been accomplished.
Its main objective is to assign grades to the
pupils.
It indicates the degree to which the students have
mastered the course content.
It helps to judge the appropriateness of
instructional objectives.
17. Contd.
It has danger of making negative effects. This
evaluation may brand a student as a failed
candidate, and thus causes frustration and setback
in the learning process of the candidate.
The tests for summative evaluation are given at
the end of a course .
18. The functions of summative
evaluation
Crediting- It is concerned with collecting
evidence that a learner has achieved some
instructional goals in respect to a defined
curriculum.
Certifying- It is concerned with giving evidence
that the learner is able to perform a job according
to the previously determined standards.
19. Contd.
Promoting- It is concerned with promoting pupils to
next higher class.
Selecting- Selecting the pupil for different courses
after completion of a particular course structure.
20. Characteristics of summative
evaluation
It is terminal in nature as it comes at the end of
the course of instruction.
It is judgemental in character in the sense that it
judges the achievement of pupils.
It views evaluation ‘as a product’, because its
chief concern is to point out the levels of
attainment.
It can not based on teacher’s observation only.
21. Contd.
It does not pin point difficulties faced by the
learner.
Its result can be used for placement and grading
purposes.
It reinforces learning of the students who has
learnt an area.
It may or may not motivate the learners.
Sometimes it may have negative effects.
24. The term diagnosis has been taken from medical
profession.
Difficulties in learning occur at all levels and
among pupils of both high and low mental
ability.
Like a doctor teacher uses similar techniques to
diagnose the relative strength and weaknesses of
pupil in specific area of study, analyse the causes
for the same and then gives remedial measures as
per necessity.
25. Features
The diagnostic test takes off where formative test
leaves off
It is a means by which an individual profile is
examined and compared under certain norms or
criteria.
It is more intensive and act as a tool for analysis of
learning difficulties.
It is more limited to low ability students.
26. Contd.
It is corrective in nature.
It pinpoints the specific type of error each pupil is
making and searches for underlying cause of problem.
It is more comprehensive.
It can be done by constant observation of
pupils,analysis of performance,achievement test
,analysis of cumulative record and anecdotal records
27. Contd.
It can be conducted by observing the pupil’s participation
in class room activities, peer relationship’ independent
work.
By taking physical and health records about vision,
hearing etc.and family background.
By interviewing pupil to know the problem and their
elimination.
By parent conference.
By clinic guide like vision tester, audio-meter
etc.,consultation with doctor ,counsellors,psychologists.
By developing strong motivation, token economy.
28. Criterion- referenced
evaluation
A criterion-referenced test is used to ascertain an
individual’s status with respect to a defined
achievement domain.
It is concerned with the performance of an
individual in terms of what he can do or the
behaviour he can demonstrate.
In this evaluation there is a reference to a
criterion but there is no reference to the
performance of other individuals in the group.
29. Contd.
In it we refer an individual’s performance to a
predetermined criterion which is well defined.
It is objective based test.
It includes the entire terminal behaviour that is
supposed to be shaped through the programme .
It is not the test of grading the students rather it
is a test designed to measure the extent to which
students have mastered their learning outcomes.
30. Norm- referenced evaluation-A norm referenced evaluation test is
used to ascertain an individual’s status
with respect to the performance of other
individual on that test.
Here measurement act relates to some
norm, group or a typical performance.
It is an attempt to interpret the result in
terms of the performance of certain
group
31. Contd.
It is used by teachers to differentiate and classify
among students of some defined group like age or
grade.
In it comparison of students is relative rather than
absolute.
32. Features
It is used for
discriminating students who have different
backgrounds
Classifying the students for the purpose of
selection in some course
As a guideline for students
Promoting the students in higher class
The selection of employees by the employers
Counsellors and guidance workers
Teachers to rank the students